The Effect of Parent Support and Self Regulated Learning on Learning Motivation on Students in SDIT Insan Utama
DOI:
https://doi.org/10.46799/ijssr.v2i11.193Keywords:
parental support, self-regulated learning, learning motivationAbstract
This study aims to determine how far the influence of parental support and self-regulated learning on students' learning motivation. This research is a research model of hypothesis testing (hypothesis testing study) with a quantitative approach. Data were collected using a questionnaire/questionnaire in the form of a Likert scale on parental support, self-regulated learning and learning motivation. The population was taken from all students of SDIT Insan Utama Yogyakarta with a simple random sampling technique with a sample of 152 students. Data analysis consisted of validity and instrument reliability tests, normality tests, linearity tests, hypothesis tests and correlation tests. The results of this study indicate that 1) Parental support has a significant effect on student learning motivation by 7.7% and has a moderate correlation with the Pearson Correlation value of 0.278; 2) Learning motivation has an effect on student achievement by 31.8% and is perfectly correlated with the Pearson Correlation score of 0.564; 3) Parental support and self-regulated learning together have an effect on student learning motivation by 32.9% with a significance value of 0.000. 4) The indicators of parental support variable are the provision of accommodation, motivation, appreciation, regulatory support, comfort, opportunities for activities, discussions and joint activities. Indicators of self-regulated learning variable are learning process control, setting learning goals, setting time and school assignments, motivation, planning, evaluating, implementing plans and asking for help if needed. The indicators of learning motivation variable include having an effort to learn, being able to maintain perseverance in learning and focusing on achieving learning goals.
References
Abidah, A., Hidaayatullaah, H. N., Simamora, R. M., Fehabutar, D., & Mutakinati, L. (2020). The Impact of Covid-19 to Indonesian Education and Its Relation to the Philosophy of “Merdeka Belajar.” Studies in Philosophy of Science and Education, 1(1), 38–49. https://doi.org/10.46627/sipose.v1i1.9 Google Scholar
Ahdar, A., & Wardana, W. (2019). Belajar dan Pembelajaran: 4 Pilar Peningkatan Kompetensi Pedagogis. CV. Kaaffah Learning Center. Google Scholar
Basilaia, G., & Kvavadze, D. (2020). Transition to Online Education in Schools during a SARS-CoV-2 Coronavirus (COVID-19) Pandemic in Georgia. Pedagogical Research, 5(4). https://doi.org/10.29333/pr/7937 Google Scholar
Chou, C. Y., & Zou, N. B. (2020). An analysis of internal and external feedback in self-regulated learning activities mediated by self-regulated learning tools and open learner models. International Journal of Educational Technology in Higher Education, 17(1). https://doi.org/10.1186/s41239-020-00233-y Google Scholar
Dent, A. L., & Koenka, A. C. (2016). The Relation Between Self-Regulated Learning and Academic Achievement Across Childhood and Adolescence: A Meta-Analysis. Educational Psychology Review, 28(3), 425–474. https://doi.org/10.1007/s10648-015-9320-8 Google Scholar
Dharma, P., Suarsi, K., & Wibawa, I. M. C. (2021). The Impact of the COVID-19 Pandemic on Student Learning Motivation. 5(2), 194–201. Google Scholar
Grolnick, W. S. (2016). Building Autonomous Learners. Building Autonomous Learners, 169–183. https://doi.org/10.1007/978-981-287-630-0 Google Scholar
Khan, M. J., & Ahmed, J. (2021). Child education in the time of pandemic: Learning loss and dropout. Children and Youth Services Review, 127(October 2020), 106065. https://doi.org/10.1016/j.childyouth.2021.106065 Elsvier
Liu, X., Zhao, L., & Su, Y. S. (2022). Impact of Parents’ Attitudes on Learning Ineffectiveness: The Mediating Role of Parental Self-Efficacy. International Journal of Environmental Research and Public Health, 19(1). https://doi.org/10.3390/ijerph19010615 Google Scholar
Pintrich, P. R. (2000). The Role of Goal Orientation in Self-Regulated Learning. Handbook of Self-Regulation, 451–502. https://doi.org/10.1016/b978-012109890-2/50043-3 Elsevier
Prananda, G., & Ricky, Z. (2021). The COVID-19 Pandemic Impact on Elementary Students Online Learning Motivation. 7(2). https://doi.org/10.32332/ejipd.v7i2.2613 Google Scholar
Rohmahwati, H., Hayati, Y. S., & Kristianingrum, N. D. (2021). The Relationship Between Parents Support And Learning Motivation In Adollesents During The Pandemic Period At SMPN 2 Pule Trenggalek. 1(2), 10–15. Google Scholar
Santaria, R. (2020). Dampak Pandemi Covid-19 terhadap Proses Pengajaran bagi Guru dan Siswa Pendahuluan. 3(2), 289–295. Google Scholar
Tabatabai, S. (2020). COVID-19 impact and virtual medical education. Journal of Advances in Medical Education & Professionalism, 8(3), 140–143. https://doi.org/10.30476/jamp.2020.86070.1213 Google Scholar
Usher, E. L., Golding, J. M., Han, J., Griffiths, C. S., McGavran, M. B., Brown, C. S., & Sheehan, E. A. (2021). Psychology students’ motivation and learning in response to the shift to remote instruction during COVID-19. Scholarship of Teaching and Learning in Psychology. https://doi.org/10.1037/stl0000256 Google Scholar
With, L., & Series, L. (2021). COVID-19 and learning loss — disparities grow and students need help. Google Scholar
Yuruk, N. (2021). Motivation and Self-Regulated Learning in Digital Platforms. Celal Bayar Üniversitesi Sosyal Bilimler Dergisi, 19(3), 257–278. https://doi.org/10.18026/cbayarsos.958579 Google Scholar
Published
Issue
Section
License
Copyright (c) 2022 Tri Widayati, Akif Khilmiyah, Aris Fauzan
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International. that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
